Problem identification

Within the next steps for this project is the identification of a problem that might be effectively assisted using computer-mediated instruction. According to class discussions we should consider this process under the prism of visual communication and design, principles of multimedia design, phases of instruction, and the malleability of media.

Visual communication and design

Having worked for quite a few years on multimedia production I have come to appreciate the power of sketching and visually representing design ideas. Although I have been mainly assigned to work on the interaction development side of computer systems, the necessity to work and collaborate fluently with other professionals (i.e., graphic designers, architects, historians, 3D modelers, museum educators, etc.) demanded that the design process is communicated unproblematically between the involved parties. This was mainly done through sketches, mockups, and (interactive or  not) prototypes.

Additionally, during my graduate studies I have learned the importance of keeping a design journal by practically using one during two of my class projects. Their purpose was twofold: to document the design process as a means of communication (and assessment) with the "clients" (by the professors), but also to be able to look back and reflect on the design decisions that (in)formed the design of the system based on the stage of my understanding about the given topic/problem at the time. Overall, my professional and academic experiences have greatly helped me to appreciate the value of such skills (good visual communication) and tools (sketching ideas, process book/design journal).

However, the principles of visual communication for conventional multimedia are totally different, and in some cases obsolete, when designing for some more advanced types of media. For instance, in most virtual environments (VEs) used for learning (or training) there is no interface, which means that most of the guidelines proposed in the textbook are not applicable. Furthermore, novel types of interaction, like speech and gestural interfaces impose a totally different set of design guidelines than the ones demanded for web-based application development. Still, the design process is largely the same and when talking about visual communication between the project's stakeholders then sketching and prototyping are the prevalent means for conveying ideas and the development progress.

Principles of multimedia learning and phases of instruction

The general principles of using multimedia for learning were quite helpful in having some general instances where multimedia might be beneficial to learners. Also, emphasizing on the strengths of the human and the machine in this equation provided a framework for thinking about what might constitute a good technology-enhanced solution to a given problem. Nonetheless, it is far from easy to discriminate when the use of technology might have a clear advantage over traditional methods of instructions. It has become a common belief nowadays that technology is a panacea for teaching difficult subjects, due to so many affordances for learning that it offers. Computer-assisted instruction (CAI) comes in so many flavors that has become pretty difficult to discriminate when it is appropriately applied or overused/abused. Edutainment, interactive virtual learning environments (IVLEs), serious games, team-based learning, on-line education, are just but a few of the uses of technology for facilitating learning. Yet not enough evidence exists to support their extensive use.

Maybe the most prominent and unquestionable use of technology in teaching is its motivational power. Learners from the new generation have been overly exposed to technology (laptops, smart phones, internet, games consoles) that it seems absolutely natural to exploit such means for teaching purposes as well. However, building a game-based learning experience for solely motivation's shake constitutes a lurking danger of developing a poor educational experience which could have been more aptly served by traditional means of instruction. That is why the target audience plays once more a pivotal role in the choice of instruction strategy (methodology). Consequently, problem identification becomes a major first component in the development of effective interactive learning media applications, as a major determinant of who the intended users are and which are their needs.

However, narrowing down to a specific problem is a whole different matter! That is because through this process I came to realize that as a technologically-driven individual I was thinking more of how "hot" technologies can be leveraged for instructional purposes, than how to use technology to teach difficult concepts/material. It is obvious now that a totally different perspective is needed if you are looking the same challenge from the instruction's point of view; the goal becomes identifying the problem first, examining its appropriateness for using a technology-mediated solution (deriving from the principles of multimedia learning), and then looking for the best technology to assist in tackling this problem (deriving from the phases and methodologies for instruction).

Although I largely agree with the proposed four phases of instruction (i.e., information presentation, guidance, practice, and assessment), I believe that there exist learning opportunities using technology where not all of them can/need to be satisfied. For instance, explaining difficult to grasp concepts do not demand retention and fluency, primary constituents of the practice phase. Instead, they demand appropriately structured instruction that guides the learner to comprehend the difficult concept (e.g., "The Round Earth project" using a collaborative VE for teaching children that the earth is round). Instances like this present a totally different challenge for the instruction designer than the ones, for instance, in constructing regular online classes were fluency, speed, and assessment are of primary concern.

Malleability of media

This is indeed a powerful distinguisher of interactive, digital media compared to their traditional counterparts -like textbooks, notes, etc.- which needs to be harnessed, if we want to maximize the benefits of technology for learning. Even when teaching with a traditional lecture the instructor can adapt the information presented dynamically according to the audience. However, different learners have different learning capacity and absorb information in a different way (using different channels: aural, visual, kinesthetic) and/or in a different pace. Technology can alleviate some of these idiosyncrasies; depending on the application and the platform we are building for, it might be easier or more difficult to accommodate these personalized needs (e.g. online content can be maintained and updated easier than offline one). Thus, customization is one of the ways to ensure -in some degree- that an educational system will be useful.

Another, even more important in my opinion, way to develop a useful product that will be widely accepted is innovation. Innovation is tightly related to the "coolness factor" which, according to Holtzblatt [1] is a key factor for the acceptance of any type of product. By emphasizing some aspects of life and experience that make us perceive things as "cool" designers might effectively create popular products that bring joy to users' lives. I think this is equally the case in designing and building educational software as well. Such elements revealed through the product's design and its significance for instruction are:

• accomplishment: learners should have a clear feeling that the system allows them to accomplish things (learn) which would otherwise be too difficult or impossible to do (e.g., "travel" inside the human body with VR technology)
• connection: this is an innate vital human need (also revealed by the popularity of Facebook), thus collaborative learning activities provide a joyful experience to everyone
• identity: this has to do with finding our role in life, but also manifests itself through everyday activities and behaviors (e.g., being an owner of a BMW or an iPhone) and can be satisfied e.g., by impersonating a unique character in a learning game
• sensation: experiences that take us away from everyday life offer sensational pleasure (e.g., being immersed in the fantastic world of Atlantis), but also "elements of sensual delight", expressed through effective visual or aural communication (e.g., the colorful Candy factory), can offer an equally strong joyful experience

Holtzblatt goes on to define three elements that cause joy in product use and need to be taken into account during the design phase. These are: 

• direct into action: no need to explain the significance of learning from a product without a demand to spend time and energy to learn (how to use) the medium itself
• the hassle factor: refers to the exact opposite and designers need to minimize it in order to increase the joy of using the product, and eventually its effectiveness
• the delta: this is a factor heavily dependent on the target audience and defines how effective is the product in exploiting their existing knowledge and capacities (learning or other), in order to make its use easier to understand and master.

Of course innovation stems from creativity, which should be an indispensable part for every design process, not excluding instructional design [2]. I believe that all these boil down once more to the significance of identifying your intended audience, studying their habits, existing learning tools, technology competency, etc. in order to provide a "cool" learning experience. Contextual inquiry is one of the methods to accomplish such a goal (advocated by Holzblatt herself), gathering user data that will help the designer identify the requirements that will largely define the appropriate technology, instruction methodology, and the specifics of the learning product/system. Hence, the analysis phase of software development is the one that greatly defines the success of correctly identifying a problem and strategies of how to tackle it.

[1] Holtzblatt, K. (2011). What makes things cool?: intentional design for innovation. interactions 18, 6 (November 2011), 40-47.
[2] Clinton, G., & Hokanson, B. (2012). Creativity in the training and practice of instructional designers: the Design/Creativity Loops model. Educational Technology and Research Development, 60(1), 111-130.